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Revisiting the rhetorical curriculum

Kris Rutten (UGent) and Ronald Soetaert (UGent)
(2012) JOURNAL OF CURRICULUM STUDIES. 44(6). p.727-743
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Abstract
The aim of the special strand on Revisiting the Rhetorical Curriculum is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.
Keywords
LITERACY, Kenneth Burke, new rhetoric, PEDAGOGY, education, EDUCATION, post-foundationalism

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Citation

Please use this url to cite or link to this publication:

Chicago
Rutten, Kris, and Ronald Soetaert. 2012. “Revisiting the Rhetorical Curriculum.” Journal of Curriculum Studies 44 (6): 727–743.
APA
Rutten, Kris, & Soetaert, R. (2012). Revisiting the rhetorical curriculum. JOURNAL OF CURRICULUM STUDIES, 44(6), 727–743.
Vancouver
1.
Rutten K, Soetaert R. Revisiting the rhetorical curriculum. JOURNAL OF CURRICULUM STUDIES. 2012;44(6):727–43.
MLA
Rutten, Kris, and Ronald Soetaert. “Revisiting the Rhetorical Curriculum.” JOURNAL OF CURRICULUM STUDIES 44.6 (2012): 727–743. Print.
@article{2977497,
  abstract     = {The aim of the special strand on Revisiting the Rhetorical Curriculum is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.},
  author       = {Rutten, Kris and Soetaert, Ronald},
  issn         = {0022-0272},
  journal      = {JOURNAL OF CURRICULUM STUDIES},
  keyword      = {LITERACY,Kenneth Burke,new rhetoric,PEDAGOGY,education,EDUCATION,post-foundationalism},
  language     = {eng},
  number       = {6},
  pages        = {727--743},
  title        = {Revisiting the rhetorical curriculum},
  url          = {http://dx.doi.org/10.1080/00220272.2012.730280},
  volume       = {44},
  year         = {2012},
}

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